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Pals Strategy

PALS (Peer Assisted Learning Strategies) pairs students together to improve their academic skills through reciprocal tutoring. It pairs one higher performing student with one lower performing student. The pairs work on activities together aimed at increasing reading fluency, comprehension, and strategic reading behaviors. PALS has been shown to benefit students with disabilities, learning difficulties, ELL students, and those with ADHD. It follows a structured routine where one student tutors while the other is the tutee, and then they switch roles. The tutor models reading and asks comprehension questions to help their partner learn.

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198 views3 pages

Pals Strategy

PALS (Peer Assisted Learning Strategies) pairs students together to improve their academic skills through reciprocal tutoring. It pairs one higher performing student with one lower performing student. The pairs work on activities together aimed at increasing reading fluency, comprehension, and strategic reading behaviors. PALS has been shown to benefit students with disabilities, learning difficulties, ELL students, and those with ADHD. It follows a structured routine where one student tutors while the other is the tutee, and then they switch roles. The tutor models reading and asks comprehension questions to help their partner learn.

Uploaded by

api-316852381
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Kristyna Faz #5

PALS: Peer Assisted Learning Strategies


What is PALS?

PALS pairs students with


similar abilities (one slightly
more advanced than the other)
and teaches them to work
together to improve academic
skills.

Reciprocal class wide tutoring


strategy

different grade level versions

PALS uses dyads to pair


students (one who functions
higher in reading and one who
functions lower in reading)

Who benefits from PALS?

students with EBD


students with a LD
students with ADHD
ELL students

What does PALS look like in grades K-6?


-

Grades K-1 address skills such as phonological awareness, letter-sound


correspondence, and sight-word recognition.

The Grades 2-6 version of PALS includes three main activities: partner reading with
retell, paragraph shrinking, and prediction relay. The purpose of the Grades 2-6 PALS
activities is to increase strategic reading behavior, reading fluency, and
comprehension. The strategies included in these activities are cumulatively reviewing
information read, sequencing information, summarizing paragraphs and pages,
stating main ideas in as few words as possible, and predicting and checking outcomes.

PALS steps for success:


Explain to the students that PALS will help them read better and remember more information from
their reading. It is important to stress that practice and being "on task" is crucial to helping their
partner. The more proficient reader starts the session as the tutor and reads a preselected passage
aloud. The reading selection is based on the reading level of the lower performing reader. By
reading aloud first, the higher performing reader, provides a model for the second reader, which
promotes a more successful reading. The tutor corrects any mistakes the tutee makes in
answering the comprehension question and also praises the tutee when correct responses are
given.

1.

Discuss how working together helps both students to be successful; remind them of the
importance of teamwork. Explain that each team will have a "tutor" and a "tutee" (make sure
the more proficient student is chosen as the tutor first), and that the roles alternate with each
reading so each will have a chance to be a tutor and tutee.

2.

Teach the students the routine for preparing their work areas for PALS: Students
can clear their work areas, gather PALS materials, get into their assigned dyads,
and arrange the PALS materials so each student has access.

3.

Teach the students what behaviors are expected of the tutor and the tutee. Model
and practice these behaviors with your students. Make sure the students model
and practice the acceptable behaviors for giving and accepting corrective
feedback. After modeling and practicing the acceptable behaviors, teach students
how to give encouragement and praise for trying a difficult task and accomplishing
the task.

4.

Discuss constructive and nonconstructive pair behavior with your students. Explain
that constructive pair behavior looks like two students who are on task and giving
each other encouragement and praise, whereas nonconstructive pair behavior
looks like students who are playing or are off task, or students who are arguing and

calling each other names. Develop a plan with the students through a behavioral
contract or a list of things to accomplish during the activity. Role play and practice
with the students constructive pair behaviors.
5.

Reinforce, praise, and acknowledge their hard work and correct behavior.

References
Rafdal, B. H., McMaster, K. L., McConnell, S. R., Fuchs, D., & Fuchs, L. S. (2011). The effectiveness of
kindergarten peer-assisted learning strategies for students with disabilities. Exceptional Children,
77(3), 299-316.
Ramsey, M. L. 1., Jolivette, K., & Patton, B. (2007). Peer-assisted learning strategies (PALS) for reading
in the EBD classroom. Beyond Behavior, 17(1), 2-6.
Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for english language
learners with learning disabilities. Exceptional Children, 71(3), 231 References

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